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The Case of English As a Foreign Language (EFL) Instruction

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The Case of English As a Foreign Language (EFL) Instruction The Integration of Technology in a Decentralized Curriculum Setting: The Case of English as a Foreign Language (EFL) Instruction in Gorontalo, Indonesia A dissertation presented to the faculty of The Gladys W. and David H. Patton College of Education and Human Services of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Karmila Machmud June 2011 © 2011 Karmila Machmud. All Rights Reserved. 2 This dissertation titled The Integration of Technology in a Decentralized Curriculum Setting: The Case of English as a Foreign Language (EFL) Instruction in Gorontalo, Indonesia by KARMILA MACHMUD has been approved for the Department of Teacher Education and The Gladys W. and David H. Patton College of Education and Human Services by Ginger Weade Professor of Teacher Education Renée A. Middleton Dean, The Gladys W. and David H. Patton College of Education and Human Services 3 Abstract MACHMUD, KARMILA, Ph.D., June 2011, Curriculum and Instruction The Integration of Technology in a Decentralized Curriculum Setting: The Case of English as a Foreign Language (EFL) Instruction in Gorontalo, Indonesia Director of Dissertation: Ginger Weade This qualitative research explored the issues and challeges in teaching English as Foreign Language (EFL) in Gorontalo, Indonesia, from two main cases. First is the implementation of the Kurikulum Tingkat Satuan Pendidikan (KTSP) in EFL Instructions; second is the integration of technology in EFL instruction. This research utilized interviews, observations, and document analysis as the instruments in data collection. The participants consisted of four EFL teachers, three EFL faculty members, and two administrators, representing four schools, one university, and one college in Gorontalo City, where this research was conducted. In the case of the implementation of KTSP in EFL instruction, findings indicate that EFL teachers in Gorontalo face challenges in implementing KTSP due to lack of understanding about the new curriculum. Their challenges are exacerbated by the limited access to the educational facilities in Gorontalo, which are a consequence of the unequal spread of development in Indonesia. Professional development training workshops that focus on increasing the teachers’ knowledge and increasing the supervising functions are recommended to help minimize those challenges. Regarding the case of the integration of technology in EFL teaching, findings indicate that the availability of technology was not the only challenge in integrating technology in EFL instruction. Preparing teachers to understand how to use the 4 technology in EFL teaching was also one of the challenges they faced. Therefore, in addition to providing more appropriate technology in the classroom, it is also highly recommended that the teachers be given the technical training and professional development to implement new technology in EFL Instruction. Approved: _____________________________________________________________ Ginger Weade Professor of Teacher Education 5 I dedicate this work to my little angel, Zidniy Ilma Hasan, and to my husband and my best friend, Jhems Richard Hasan, who is always supportive, loving, and patient. Thanks for being who you are. I love you. 6 Acknowledgments I was blessed with many positive influences in this educational journey. Therefore, my deep gratitude goes to Dr. Ginger Weade, my academic advisor, who provided me with continuous, pertinent, and much-needed input and support to help me decide the path for my educational journey at Ohio University. I would also want to express my appreciation to her, for serving as my committee chair, and for her patience, encouragement, guidance, useful advice, and detailed input throughout the process of completing my dissertation. I want to express my profound appreciation and gratitude to my committee member, Dr. Joan McMath, for her continuous efforts to help and support me in finishing my study, and Dr. George Johanson, for his invaluable guidance in methodology procedures. My special thank to Dr. Greg Kessler, who inspired me to write this dissertation. His encouragement, the knowledge he shared, and above all, his approachable manner, motivated me to finish my study. My deep gratitude goes to AMINEF (American Indonesian Education Foundation), IIE (Institute of International Education), and Fulbright Presidential Scholarship, for giving me such an increadible opportunity to study in the United States. I would not be able to earn my doctorate degree in the US without their valuable assistance. I want to thank the faculty members and staff of the Gladys W. and David H. Patton College of Education and Human Services, who helped me in many ways. My 7 special thank to Ramona Mott for always ensuring that everything went smoothly when it came to paperwork. I would also like to thank all the staff in the Center for International Collection in Alden Library: Jeff Ferrier, Jeff Shane, Araba Dawson-Andoh, Lucy Conn, Edie Luce, and Nancy Story, for giving me an opportunity to work and to learn many valuable lessons while I was working there. I was blessed that in the final year of my study at Ohio University, I was given an opportunity to work with wonderful people at the Ohio University Child Development Center. My deepest thank to Cathy Waller, the director, and Terry Swank, the assistant director, for welcoming me to their environment, and making me a part of the OUCDC family. Thanks for all the knowledge and deep understanding. God bless their kind hearts. I want also to thank all the staff and children of the OUCDC for the valuable lessons I learned while I was working there. I am also blessed that I am surrounded by friends and families here in Athens. Thanks to all my PERMIAS (The Indonesian Students Association) friends, their presence made my life easier to go through each day. Thanks to Dr. Elizabeth Collins, Mr. Yojo Suryana and family, Mr. Amin Fauzi and family, Adila Prasodjo, Dr. Elizabeth Ngumbi, Eny Winarti, Asih Ernawati, Dr. Keng We Koh, Sony Karsono and wife, Lina Himawan and husband, Dyah Arinigtyas H. P., Lisa and Sarah Salleh, Anton Wiranata, Preston Silvey, Erik Hookom, Debra Rayford, Bill and Mary Brennan, Mica Bareto Soares. To all friends and families in Athens that I could not mention one by one, my 8 sincere appreciation for your endless encouragement and support that allowed me to finish my study in Ohio University. I would especially like to thank my mother, who is impatiently waiting for me to finish this study. I thank her for encouraging and supporting me and for her sacrifice in making me what I am now. My deepest thanks to my beloved husband, Jhems Richard Hasan, who patiently encouraged me to finish my study, and reminded me when it was time to write and when it was times to take a deep breath. I thank him for his unconditional love and sacrifice. His love made me strong enough to go through much of my doctoral study. I save my greatest thanks to my sweetheart, my beautiful and smart daughter, Zidny Ilma Hasan. I thank her for kissing me when I was tired of writing. Her laughter gave me strength and joy. I look forward to the beginning of my next journey in life with her and her father. 9 Table of Contents Page Abstract...........................................................................................................................3 Dedication.......................................................................................................................5 Acknowledgments...........................................................................................................6 List of Tables ................................................................................................................14 List of Figures...............................................................................................................15 Chapter 1: Introduction..................................................................................................16 Background of Study.................................................................................................16 The Decentralization of Education in Indonesia.........................................................20 English as Foreign Language (EFL) Instruction in Indonesia....................................23 The Use of Technology in Language Learning ..........................................................25 Problem Statement ....................................................................................................27 Significance of the Study...........................................................................................28 Limitation of the Study..............................................................................................29 Delimitation of Study ................................................................................................30 Definition of Terms...................................................................................................30 Chapter 2: Literature Review.........................................................................................33 The Geographical and Physical Conditions of Indonesia............................................33 The Impact Socio-Cultural Context on Education......................................................35 The Political Context in Indonesia and Its Impact on the Education System...............36 The Evolution of Curriculum in Indonesia.................................................................39
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